Supporting Research

WILLMOT, P. and POND, K., 2012. Multi-disciplinary peer-mark moderation of group work. International Journal of Higher Education, 1 (1), pp. 2 – 13.

WILLMOT, P. and CRAWFORD, A., 2007. Peer review of team marks using a web-based tool: an evaluation. Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, 2 (1), pp. 59-66.

Cauley, K. M., and McMillan, J. H. (2010). Formative Assessment Techniques to Support Student Motivation and Achievement. The Clearing House.

Chadwick, E., Sandiford, K., & Percy, D. (2011). Assessing student teams developing mathematical models applied to business and industrial mathematics. MSOR Connections, 11(3), p22-24.

Gordon, N. A. (2010). Group working and peer assessment—using WebPA to encourage student engagement and participation. Innovation in Teaching and Learning in Information and Computer Sciences, 9(1), p20-31.

Honeychurch, S., Barr, N., Brown, C., & Hamer, J. (2013). Peer assessment assisted by technology. International Journal of e-Assessment, 3(1), p1-10.

Hubbard, E. M., & Gregory, K. (2011). Supporting multi-discipline undergraduate group projects. Higher Education Academy Engineering Subject Centre, Loughborough University., 6(2), p13-20.

Huhta, A. (2010). Diagnostic and Formative Assessment. In: Spolsky, B. and Hult, F.M. The Handbook of Educational Linguistics. Oxford: Wiley-Blackwell. p469-482.

Kao, G. Y. M. (2013). Enhancing the quality of peer review by reducing student “free riding”: Peer assessment with positive interdependence. British Journal of Educational Technology, 44(1), p112-124.

Scot, T. P., Callahan, C. M., and Urquhart, J. (2009). Paint-by-Number Teachers and Cookie-Cutter Students: The Unintended Effects of High-Stakes Testing on the Education of Gifted Students. Roeper Review: A Journal on Gifted Education. 31, p40-52.